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Type of discipline/ guidance How it works Advice/cautions Reinforcers/ Rewards Material reinforcers These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors. Be careful not to create situations where children believe They must be rewarded for everything they do. Never reward a whole group for the behaviors of a few. Social reinforcers Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors). This is often the best kind of reinforcement because it creates important trust and relationships. Activity reinforcers/ Premack principle Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer). Caution must be observed to make sure this does not punish a child incapable of completing the first task to the teacher's satisfaction. Positive feedback This is verbal feedback that tells the child he or she is doing well and making progress. The more specificthe praise, the more effective it is in modifying behavior. This is an extremely effective approach because it lets children know what they are doing correctly. Negative reinforcement This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner. Rather than using negative reinforcement, teachers should determine whether the behavior children are trying to avoid could be made more meaningful and interesting. Token economy Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges. Tokens must be exchanged for things students really want; a choice should also be provided. Many believe tokens do not work with children under age 5. Intrinsic reinforcement Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride. The ultimate goal of discipline and guidance is that they are internalized. Some people believe using extrinsic reinforcers reduces the power of intrinsic reinforcement. Punishments Natural consequences This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food. This works only when adults are willing to let go, and to let the child live with the consequences of his or her behaviors. A child needs to be able to make the connection between the behavior and the result. Logical consequences If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
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Required Resources 1. Read from your text, Challenging Behavior in Young Children: · Chapter 9: Guidance · Chapter 9 provides specific strategies for helping young children with challenging behavior. · Chapter 10: Functional Assessment and Positive Behavior Support · Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan. 2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/ 1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question. 1. Accessibility Statement 1. Privacy Statement does not exist. 1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm 1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question. 1. Accessibility Statement 1. Privacy Statement does not exist. Recommended Resource 1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf · This info brief provides a brief overview of different methods to use when conducting functional assessments. ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR WEEK THREE INSTRUCTOR GUIDANCE Children require guidance and sympathy far more than instruction. -Anne Sullivan Welcome to Week THREE of ECE201!! As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right? Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior. As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities. Overview of the Learning Week This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
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FAMILY ASSESSMENT 1 FAMILY ASSESSMENT Institution Affiliation Student Name Date Family-Focused Functional Assessment The questions asked in the interview with the family that agreed to participate were based on the eleven functional health patterns. The family that participated in the family health assessment program was a single parent structure, a mother with two children. The questions were directed towards the personal life of the respondent; therefore, their names will not be mentioned. It was an African American parent who is single, middle class income. The family is religious, Christians and live in the Chicago neighbourhood. It is a mother who is always there for her daughters and works hard to meet their needs. The overall health behaviour of the family include eating healthy meals, drink plenty of fluids, and children are given junk once in a while. The children snore and the mother works two jobs and gets time to sleep for only 5hours in a day because she works in the afternoon and evening. The family’s bowel movements are normal and temporary changes are experienced but it’s nothing to worry about. The mother creates time to engage in physical activities, twice a week and the types of exercises she does are morning runs and home work-out just to keep fit. She makes all the decisions that involve her children’s schooling and future plans, and she reported that she doesn’t get confused. She has healthy eyesight. She feels that the future will be great because she has done several investments that will yield positive outcomes. Children are disciplined using praise positive behaviour because she wants her children to grow into a functional family that does not instil fear and reflect negative behaviour when they become adults. She has started seeing someone recently and has never experienced any sexual dysfunction. The most recent stressful event she experienced is increased pressure from work and creating time to spend with her children. Unfortunately, coping strategies were not well defined. The current health of the family is moderate considering the constraints that the single parent has to undergo to ensure that the children are happy and safe. The family eats a healthy diet that includes vegetables and fruits with less junk food. Based on the findings of the role relationship, I saw this as strength because the parent disciplines her daughters through praise positive behaviour. Descriptive praise is what she mentioned that works best for her children. Descriptive praise means that a parent takes the initiative to tell their children exactly what they like. Praise helps change a child’ negative behaviour and based on what I observed her children are disciplined, they have confidence and self-esteem, (Campbell-Salome, et.al, 2019). At times, she has to use rewards to encourage her two daughters to perform well in academics and at home. The healthy diet and drinking more fluids habit is another strength t.
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FAMILY ASSESSMENT 1 FAMILY ASSESSMENT Institution Affiliation Student Name Date Family-Focused Functional Assessment The questions asked in the interview with the family that agreed to participate were based on the eleven functional health patterns. The family that participated in the family health assessment program was a single parent structure, a mother with two children. The questions were directed towards the personal life of the respondent; therefore, their names will not be mentioned. It was an African American parent who is single, middle class income. The family is religious, Christians and live in the Chicago neighbourhood. It is a mother who is always there for her daughters and works hard to meet their needs. The overall health behaviour of the family include eating healthy meals, drink plenty of fluids, and children are given junk once in a while. The children snore and the mother works two jobs and gets time to sleep for only 5hours in a day because she works in the afternoon and evening. The family’s bowel movements are normal and temporary changes are experienced but it’s nothing to worry about. The mother creates time to engage in physical activities, twice a week and the types of exercises she does are morning runs and home work-out just to keep fit. She makes all the decisions that involve her children’s schooling and future plans, and she reported that she doesn’t get confused. She has healthy eyesight. She feels that the future will be great because she has done several investments that will yield positive outcomes. Children are disciplined using praise positive behaviour because she wants her children to grow into a functional family that does not instil fear and reflect negative behaviour when they become adults. She has started seeing someone recently and has never experienced any sexual dysfunction. The most recent stressful event she experienced is increased pressure from work and creating time to spend with her children. Unfortunately, coping strategies were not well defined. The current health of the family is moderate considering the constraints that the single parent has to undergo to ensure that the children are happy and safe. The family eats a healthy diet that includes vegetables and fruits with less junk food. Based on the findings of the role relationship, I saw this as strength because the parent disciplines her daughters through praise positive behaviour. Descriptive praise is what she mentioned that works best for her children. Descriptive praise means that a parent takes the initiative to tell their children exactly what they like. Praise helps change a child’ negative behaviour and based on what I observed her children are disciplined, they have confidence and self-esteem, (Campbell-Salome, et.al, 2019). At times, she has to use rewards to encourage her two daughters to perform well in academics and at home. The healthy diet and drinking more fluids habit is another strength t.
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Part Two Of Behavior For Tewksbury
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Functional Behavior Assessment
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